2019外研版高中英語選擇性必修三Unit6-Developing-ideas-教學(xué)設(shè)計

2/2Unit6Developingideas&Presentingideas教學(xué)設(shè)計課時內(nèi)容SilentspringWritingapoemaboutnature主題語境：人與自然主題群：自然生態(tài)子主題：不同文學(xué)形式中描寫的自然語篇類型：圖片、書評、頒獎詞，詩歌，調(diào)研文本分析：[What]本節(jié)課包含Developingideas和Presentingideas兩部分。Developingideas包含兩板塊：第一板塊是一篇書評，介紹并評價了科普作家RachelCarson和她的作品SilentSpring。第二板塊“Writingapoemaboutnature”中的語篇是三首關(guān)于自然的小詩。Presentingideas部分要求學(xué)生通過調(diào)研，設(shè)計一本關(guān)于自然的書，并附上英文介紹。[Why]本課所有活動均圍繞單元主題展開，旨在幫助學(xué)生樹立保護自然的意識，引導(dǎo)學(xué)生學(xué)習(xí)詩歌的韻律和修辭手法，鼓勵學(xué)生嘗試創(chuàng)作詩歌。[How]本節(jié)課的閱讀文本及活動圍繞“自然”展開，語篇豐富多樣，以不同的語篇幫助學(xué)生更好地理解主題意義。課時目標(biāo)1.通過閱讀，獲取科普作家RachelCarson和她的作品SilentSpring的相關(guān)信息，分析書評作者的評價和態(tài)度。2.思考SilentSpring這本書傳達(dá)的思想，感受作家關(guān)愛自然﹑保護自然的情感，深思人類活動帶來的社會影響和啟發(fā)。3.了解詩歌的韻律、寫作手法﹑修辭手法、基本結(jié)構(gòu)、內(nèi)涵意境等，學(xué)會賞析、比較中外詩歌，創(chuàng)作與自然有關(guān)的詩歌。4.學(xué)會欣賞和設(shè)計與自然有關(guān)的文學(xué)作品，了解其與自然的關(guān)系。5.加深對主題的理解，思考人與自然的關(guān)系，提高保護大自然、與自然和諧共生的意識并積極行動，從身邊小事做起。6.展開小組活動，培養(yǎng)團隊意識并運用所學(xué)語言知識和策略進行自評、互評。重點難點重點：1.獲取、概括科普作家RachelCarson和她的作品SilentSpring的相關(guān)信息，了解書評作者對RachelCarson及其作品的評價和寫作態(tài)度。2.學(xué)習(xí)詩歌的韻律，基本結(jié)構(gòu)、中心思想、修辭手法、寫作手法、主題意境并嘗試創(chuàng)作。難點：1.增強對大自然的熱愛，提高保護大自然的意識，與自然和諧共生。2.學(xué)會欣賞與自然有關(guān)的詩歌及其他文學(xué)作品，汲取國內(nèi)外優(yōu)秀文化，弘揚中國優(yōu)秀傳統(tǒng)文化，樹立文化自信。教學(xué)準(zhǔn)備教師準(zhǔn)備：1.科普作家RachelCarson和她的作品SilentSpring的相關(guān)信息。2.詩歌的韻律﹑修辭手法與寫作手法。學(xué)生準(zhǔn)備：1.預(yù)習(xí)本課詞匯。2.DDT的相關(guān)信息。3.自己最喜歡的一首中文和英文詩歌。教學(xué)過程。StepI學(xué)習(xí)理解活動一：感知與注意1.TalkaboutDDT.(1)AskstudentstotalkaboutwhattheyknewaboutDDT.(2)Shareinformationasaclass.TheInternetcouldbeturnedtoforhelp.Relatedinformation:DDT，又叫滴滴涕，化學(xué)名為雙對氯苯基三氯乙烷(Dichlorodiphenyltrichloroethane)，是有機氯類殺蟲劑，結(jié)構(gòu)式(ClC6H4)2CH(CCl3)，為白色晶體，不溶于水，溶于煤油，可制成乳劑，是有效的殺蟲劑。DDT為20世紀(jì)上半葉防止農(nóng)業(yè)病蟲害，減輕瘧疾、傷寒等蚊蠅傳播的疾病危害起到了不小的作用，但由于其對環(huán)境污染過于嚴(yán)重，目前很多國家和地區(qū)已經(jīng)禁止使用。世界衛(wèi)生組織于2002年宣布，重新啟用DDT用于控制蚊子的繁殖以及預(yù)防瘧疾﹑登革熱、黃熱病等在世界范圍的卷土重來。2017年10月27日，世界衛(wèi)生組織國際癌癥研究機構(gòu)公布的致癌物清單初步整理參考，滴滴涕在2A類致癌物清單中。2.Answerthequestions.(1)Letstudentslookattheinfographicbelowandanswerwhattheycanseefromit.(2)Havestudentsanswerthequestions.·HowdoesDDTreachthehumanbodyinthefoodchain?·WhatharmdoesDDTcause?(3)Encouragestudentstoshareandchecktheanswerswiththeclass.Suggestedanswers:·WhenDDTissprayedontoplantsinordertokillinsects,itisabsorbedbyplantsandsubsequentlyconsumedbyanimals;humansinturneatthoseanimals.DDTalsoleaksthroughthesoilandintoriversandlakes,whereitcontaminatesfishconsumedbyhumans.·DDTishighlypoisonoustolivingorganism,includinghumans.【設(shè)計意圖】要求學(xué)生在讀前查閱有關(guān)DDT的資料，閱讀文字和觀察圖片，獲取有關(guān)DDT的信息再回答問題，初步導(dǎo)入話題，激活已有的背景知識，為課文學(xué)習(xí)鋪墊?；顒佣韩@取與梳理1.TellstudentstosearchforinformationaboutRachelCarsonandSilentSpring.Relatedinformation:蕾切爾·卡森(RachelCarson,1907年5月27日～1964年4月14日),美國海洋生物學(xué)家,她的作品《寂靜的春天》(SilentSpring)引發(fā)了美國以至于全世界的環(huán)境保護事業(yè)。SilentSpringbeganwith“AFableforTomorrow”—atruestoryusingacompositeofexamplesdrawnfrommanyrealcommunitieswheretheuseofDDThadcauseddamagetoplants,animals,andevenhumans.Carsonuseditasanintroductiontoaveryscientificallycomplicatedandalreadycontroversialsubject.This“fable”madeanindelibleimpressiononreadersandwasusedbycriticstochargethatCarsonwasafictionwriterandnotachemist.SerializedinthreepartsinTheNewYorkTimes,wherePresidentJohnF.Kennedyreaditinthesummerof1962,SilentSpringwaspublishedinAugustandbecameaninstantbest-sellerandthemosttalkedaboutbookindecades.Utilizinghermanysourcesinfederalscienceandinprivateresearch,Carsonspentoversixyearsdocumentingheranalysisthathumansweremisusingpowerful,persistent,chemicalpesticidesbeforeknowingthefullextentoftheirpotentialharmtothewholebiota.2.Predict.(1)AskstudentstolookatthetitleandpicturesonPages68～69.Havethempredictwhatwillbementionedinthepassage.(2)Encouragestudentstodiscusshowtowriteabook8review.(3)TellstudentstoreadthebookreviewonSilentSpring,abookthatledtothebanningofDDTtochecktheirprediction.Suggestedanswer:ItisabookreviewonSilentSpring,sothefollowingpartsmaybementionedinthepassage:·basicinformationaboutthebook,includingtheauthor,yearofpublication,themeandmainidea;thereasonwhythisbookispublished;·featuresofthewriting;·commentsonthisbook;·influenceofthisbook.【設(shè)計意圖】引導(dǎo)學(xué)生關(guān)注課文的標(biāo)題和圖片，討論書評的基本要素(作者、出版日期、主題、大意、寫作意圖、寫作特點、評價、影響)，預(yù)測文本大意，速讀，檢驗預(yù)測，并理解文本大意，提高學(xué)生閱讀和獲取主旨大意的能力。了解蕾切爾·卡森向公眾發(fā)出的“制止使用有毒化學(xué)品的私人和公共計劃，這些計劃將最終毀掉地球上的生命”的呼吁，鼓勵學(xué)生關(guān)注大自然中的一切生命、珍愛生命?；顒尤焊爬ㄅc整合1.Havestudentsrereadthepassagecarefullyandunderstandthenotesbelow.SilentSpringAuthorRachelCarsonYearofpublication①________Purposes·Carsonaimedtoalertpeopleto②________onnaturalecosystems.·Shewishedtoseepesticidesusedina③________way.Featuresofthebook·Carsonwrotealotof④________inthebook.·Theargumentsarestrongandthelanguageis⑤________Opposingvoices⑥________saidthatCarson’sresearchisnotprecise.Carsonappearedinpublicandontelevisionto⑦_(dá)_______.Influenceofthebook·⑧________wasbannedandtheEPAwasestablishedintheUS.·Carsonearnedaposthumous⑨________.·Thebookchangedtheworldbyincreasingpeople’s⑩________.2.AskstudentstoorganiseinformationfromthepassageandcompletethenotesaboutSilentSpring.3.Tellstudentstoshareingroupsorinclassthenchecktheanswers.Suggestedanswers:①1962②thedamagingeffectsofhumanactivity③moreresponsible,limitedandcarefullymonitored④scientificinformation,examplesandresearch⑤beautifulandelegant⑥Thepesticideindustry⑦defendherclaims⑧TheuseofDDT⑨PresidentialMedalofFreedom⑩environmentalawareness【設(shè)計意圖】通過精讀，概括、整合信息完成筆記，使學(xué)生能夠進一步加深對課文結(jié)構(gòu)、文章脈絡(luò)、行文邏輯、語言知識的了解，提高學(xué)生提取信息的能力，加深對主題意義的探究。StepⅡ應(yīng)用實踐活動四：描述與闡釋1.Retellandreflect.(1)Askstudentstorereadthepassageandretellitaccordingtothenotes.(2)Invitevolunteerstopresentinclass.(3)Havestudentsworkinpairsandtalkaboutwhichaspectsofthebookreviewmakethemwanttoreadthebook.2.Thinkandshare.(1)Askstudentstoreadthefollowingquestionscarefullyandfindanswerstothem.·WhywasSilentSpringsosuccessful?·Whatisthemorallessonbehind“AFableforTomorrow”?·WhydidsomepeoplechallengeCarson’sfindings?·InwhatdifferentwaysdoFirstSnowandSilentSpringraisepeople’sawarenessofnature?(2)Invitevolunteerstosharetheiranswersandcheckinclass.Suggestedanswers:·SilentSpringwassosuccessfulbecauseitalertedthegeneralpublictothedangersofDDT.Itplantedimportantnewideasinthepublicmind,suchasthatsprayingchemicalstocontrolinsectpopulationshasanimpactonotherwildlife,andthatthechemicalsgotintothefoodchain.·Themorallessonisthatfinancialprofitshouldnotcomeattheexpenseoftheenvironmentandthecreatureslivinginit.·SomepeoplechallengedCarson’sfindingsbecausetheywereconcernedaboutthenegativeimpacttheywouldhaveonbusinessinthepesticideindustry.·FirstSnowshowsthebeautyofnature-andinparticularthesnow--throughitswordsandimagery,whileSilentSpringdescribesanunnaturalspringwithoutthebeautyofbirdsong.Theyeachraisepeople’sawarenessofnaturebyhighlightingtheinterplaybetweennatureandhumanbehaviour.【設(shè)計意圖】在學(xué)習(xí)理解類活動的基礎(chǔ)上，引導(dǎo)學(xué)生復(fù)述課文，逐漸實現(xiàn)對語言知識和文化知識的內(nèi)化，促進語言運用的自動化，助力學(xué)生將知識轉(zhuǎn)化為能力。同時鼓勵學(xué)生結(jié)合實際，關(guān)注兩篇文章之間的聯(lián)系，加強對主題意義的理解，提醒學(xué)生關(guān)注自然和人類行為之間的相互作用，提高保護自然的意識，培養(yǎng)高階思維。活動五：分析與判斷LeadstudentstoworkingroupsandwriteanawardspeechforRachelCarson.(1)LetstudentsreadthepassageagainandmakenotesaboutRachelCarson’scontributionstoenvironmentalprotection.Considerthefollowing:hermostinfluentialworkwhatpointsshetriedtomakedifficultiesshemetwithherpersonalqualities(2)RachelCarsonreceivedherPresidentialMedalofFreedomposthumouslyin1980.RequeststudentstoreadtheexcerptfromPresidentCarter’sawardspeechandnotethelanguagefeatures.Neversilentherselfinthefaceofdestructivetrends,RachelCarsonfedaspringofawarenessacrossAmericaandbeyond.Alwaysconcerned,alwayseloquent,shecreatedatideofenvironmentalconsciousnessthathasnotebbed.(3)Askstudentstowritetheirownawardspeechofabout100wordsandshareitwiththeclass.(4)Encouragestudentstothinkabouttheirperformanceingroupdiscussion.·WereyouabletomakeanobjectivejudgementaboutRachelCarson?【設(shè)計意圖】引導(dǎo)學(xué)生討論RachelCarson為環(huán)境做出的貢獻(xiàn)，根據(jù)課文內(nèi)容,為她寫一篇100詞左右的頒獎詞。然后展開演講和互評及反思，幫助學(xué)生判斷作者態(tài)度，檢測學(xué)生對文章的深層理解能力，助力表達(dá)能力、思維創(chuàng)新能力的提升。活動六：內(nèi)化與運用1.Readandtick.(1)Requeststudentstoreadthefollowingtable.WhichPoem…abc...usesitsshapetohelpconveymessage?...hasrhymingwordsattheendoflines?…usesmetaphor?…usessimile?…usespersonification?(2)TellstudentstoreadthepoemsonPage71andtickthecorrectbox(es)foreachquestion.Suggestedanswers:WhichPoem…abc...usesitsshapetohelpconveymessage?√...hasrhymingwordsattheendoflines?√√…usesmetaphor?√…usessimile?√…usespersonification?√√2.Learningtolearn.(1)Leadstudentstoread“Learningtolearn”.LearningtolearnRhymeisatypicalfeatureofEnglishpoetry.Arhymeisarepetitionofsimilarsounds(orthesamesound)intwoormorewords.Children’spoems,called“nurseryrhymes?”,usuallycontainstrongrhymessotheyareeasytoberemembered.Inmodernpoetry,however,featuresotherthanrhymearemoreimportant.Linesofmodernpoetrycanbeofvariablelength,theshapeofthewordsonthepageismoreimportant,andrhymeisnotoftenused.(2)Havestudentsappreciatethepoems.Relatedinformation:?第一首詩的排版既強化了它要傳達(dá)的信息，又會加強讀者的情感回應(yīng)。loneliness意為“孤獨，寂寞”，詩句中的loneliness被單獨放在括號外，強調(diào)了這個詞本身的含義。aleaffalls中包含的字母被括號括了起來，并被分隔在不同的詩行之中。有的詩行放了一個字母，有的詩行放了兩個字母，以此表達(dá)一片樹葉獨自飄落的意象。這些字母的位置也映現(xiàn)出樹葉搖搖擺擺落到地面之前的軌跡。?詩歌中常使用明喻、暗喻和擬人這三種修辭手法。1)明喻是將兩個不同的事物進行比較，展示二者的相同之處。明喻一般借助like或as這樣的詞來描繪相似之處。例如：a.Themountainswerelikeenormousshadowsonthehorizon.(群山就像地平線上巨大的陰影。)b.Hercheeksareredlikearose.(她的臉頰像玫瑰一樣紅。)2)暗喻是將兩個不相關(guān)但具有某些共同特征的事物進行含蓄的、暗示的或是隱含的比較。例如：Thattestwasatotalbreeze.(那次考試真是易如反掌。)breeze意為“微風(fēng)”，也可以指代“輕而易舉的事”，因此，這句話表示那次考試并不難。3)擬人是指把人類的情感﹑欲望、感覺、手勢和語言等賦予人類以外的事物。這些人類以外的事物可以是物體﹑事件、動植物等。例如：a.Thebrancheswavedinthewind.(樹枝在風(fēng)中搖曳。)b.Thesunwassmiling.(太陽在微笑。)【設(shè)計意圖】帶領(lǐng)學(xué)生閱讀詩歌，理解詩歌描述的內(nèi)容及作者傳達(dá)的情感；學(xué)習(xí)與韻律相關(guān)的知識，探索暗喻、明喻﹑擬人三種修辭手法及寫作手法，加深對詩歌意境的理解，進行知識的拓展與遷移。StepⅢ遷移創(chuàng)新活動七：Writing1.Directstudentstothinkaboutwordsandexpressionsrelatedtonatureandaddthemtothemindmap.2.Requeststudentstoworkinpairs,planapoemandconsiderthefollowing:·whatyourpoemwillbeabout·whatkindofpoemyouaregoingtowrite·whatfiguresofspeechyouwilluse·whatwordsyoucanuseforthatrhyme(ifusingrhyme)3.Encouragestudentstowritetheirpoems.Suggestedanswer:Thereoncewasaboywhothought,Hecouldeatallthesweetshehadbought.Hegobbledthemdown,Thenstartedtofrown,Causehe’deatenmorethanheought.4.Askstudentstoworkinpairs,makeimprovementstoeachother’spoemsandsharethemwiththeclass.5.EncouragestudentstodiscussthesimilaritiesanddifferencesbetweenChineseandEnglishpoems.Relatedinformation:?中文格律詩較英文格律詩的優(yōu)勢①中文格律詩的格式，字?jǐn)?shù)可以更整齊，兼具音韻美和形體美，還可以用對仗等其他語言格律詩很難做到的技巧格式。②同音字多，同韻字多，更方便押韻。③依托悠久深邃的文化?？梢杂煤芏喱F(xiàn)成的典故，使語言更加凝練，有利于言簡意深的含蓄表達(dá)。④句法更靈活，很多句法成分可以省略，倒裝也十分靈活。?英文格律詩較中文格律詩的優(yōu)勢①以英語為依托，在世界范圍內(nèi)更易懂，受眾群體更廣泛。②更容易表現(xiàn)和吸收其他文化元素。③押韻方式更靈活，有abab、abba以及其他隔句押韻的方式?！驹O(shè)計意圖】引導(dǎo)學(xué)生發(fā)散思維，探索與自然有關(guān)的詞匯和表達(dá)，補充思維導(dǎo)圖，從詩歌的主題﹑種類、人物和韻律等方面展開構(gòu)思，獨立創(chuàng)作一首描寫大自然的詩歌，提高學(xué)生語言技能和創(chuàng)作能力?；顒影耍篜resentingideas1.Havestudentsworkingroupstosharewitheachotherabookaboutnaturetheyhavereadandconsiderthefollowing:theme,content,genre,features...Thenhavethemplantheirownbookaboutnaturebasedontheirresearchandthinkaboutthequestionsandmakenotes.Whatisthethemeofyourbook?______________________________________________________________________________________________________________________________________Whatisthegenreofyourbook?______________________________________________________________________________________________________________________________________Whatcontentwillyouincludeinyourbook?______________________________________________________________________________________________________________________________________Whatmakesyourbookinteresting?______________________________________________________________________________________________________________________________________2.Askstudentstodiscusshowmanychaptersthebookwillhaveandmakeabrieftableofcontents.TableofContentsChapterOne________________________________________________________ChapterTwo________________________________________________________ChapterThree_______________________________________________________ChapterFour________________________________________________________3.Helpstudentsthinkofacatchytitlefortheirbookanddesignabookcoverifpossible.4.Havestudentsprepareashortintroductiontothebookandconsid